Bibliography: Democracy (page 572 of 596)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the I'm with Tulsi website.  Some of the authors featured on this page include Roger Fieldhouse, William T. Daly, Erich Mistrik, Robert Maynard Hutchins, Sherrie Shugarman, Martin Carnoy, Cornell Thomas, Alfonso J. Damico, Georg Kerschensteiner, and Henry M. Levin.

Brosio, Richard A. (1997). Diverse School Populations and the Corresponding Need for Multiple-Identity Coalitions. To make public education more democratic and to move toward greater social justice and inclusivity, it is necessary to respect diversity, and to examine difference and identity in the contexts of materiality and social class. Social theory must be built to integrate racism and sexism with class relations and illuminate how oppressive structures are reproduced and can be changed. Rapidly changing demographics in schools and society suggest the need for changes in educational systems, and these changes should include improvements for those who have been oppressed. Safe multicultural frameworks have been proposed that marginalize or obscure the important issues of economic wealth and power underlying our society, but real educational reform must be driven by umbrella coalitions of adults who demand that the State as central government act on behalf of the democratic rather than the capitalist imperative. The new multiculturalism recognizes that education for democratic empowerment must get beyond a culturalist focus in order to challenge the real asymmetrical relations of power, privilege, access, and wealth. Educators must understand individual and complex identities in the contexts in which they operate. Multicultural education must be reconstructionist and must involve those who have been most affected by injustice and oppression. Consideration of the work of Nancy Fraser suggests that in the postsocialist era, social class is being replaced by group identity, such as nationality, ethnicity, race, gender, and sexuality. Real strategies for redistribution must consider all of these aspects of identity. Real empowerment must rest on multiple identity coalitions for education reform as well as other social reforms.   [More]  Descriptors: Cooperation, Cultural Differences, Democracy, Diversity (Student)

Kerschensteiner, Georg (1913). A Comparison of Public Education in Germany and in the United States. Bulletin, 1913, No. 24. Whole Number 534, United States Bureau of Education, Department of the Interior. For many years American students of education have studied more or less carefully the schools of Germany. From these studies they have brought back many valuable ideas which are gradually changing for the better courses of study and methods of teaching in American schools and to some slight extent their organization and management. Studies of American schools by German educators has been less frequent. The author of this bulletin, whose ideas and work as director of the schools of Munich are more or less familiar to all students of education in America, spent some time in the United States for the purpose of studying elementary and secondary schools. This bulletin gives some detail of the author's opinion of American schools of this grade. By comparing our schools with the German schools point for point, emphasis is given to their weakness and strength very effectively. (Contains 1 footnote.) [Best copy available has been provided.]   [More]  Descriptors: Secondary Schools, Elementary Schools, Foreign Countries, Public Education

Damico, Alfonso J.; And Others (1996). Democratic Education: The Associational Life of African-American and White High School Students. The democratic education of African American students was compared to that of White students by exploring the relationship between their participation in high school activities and their levels of civic and political engagement as adults. Focusing on the informal political socialization of students, the study examined the racial differences in the types of activities in which students are involved, such as government and vocational clubs, who is involved in them, and whether these differences are related to adult civic and political activism. The analysis is based on data from surveys of the Senior Class of 1972 by the National Center for Education Statistics. The sample fluctuated between 8,456 and 19,238 adults, depending on the variables included in the analysis. Students from families with high socioeconomic status are far more likely to be white and to find themselves on paths that carry them to the academic track and from there to a rich associational school and community life. But for black students who become involved in their schools, these inequalities are greatly reduced. (Contains 2 figures, 7 tables, and 28 references.)   [More]  Descriptors: Activism, Black Students, Citizenship Education, Democracy

Hurst, Joe B.; Shugarman, Sherrie (1985). Declaration for a Revolution: July 4, 1985, Social Studies. Social studies education should take place in a democratic atmosphere where students participate in decisions that affect them, raise and cope with moral and ethical considerations, and are a vital part of the governance of the school and classroom. A manifesto for such a democratic education is presented. Descriptors: Democracy, Democratic Values, Educational Change, Educational Needs

Carnoy, Martin; Levin, Henry M. (1986). But Can It Whistle?, Educational Studies: A Journal in the Foundations of Education. This article is a response to the reviews by Hogan and Ryan (see SO 516 080 and SO 516 081). The authors describe their book and defend its theory and major conclusions. Descriptors: Curriculum, Democracy, Educational Philosophy, Educational Sociology

Patrick, John J. (1997). The Framework for the National Assessment of Educational Progress in Civics. ERIC Digest. This digest briefly summarizes the contents of the "Civics Framework for the 1998 National Assessment of Educational Progress" in terms of the Framework's development and components including civic knowledge, civic skills, and civic dispositions. The framework may be used to inform and guide curriculum development projects in civics and government for elementary and secondary schools. The National Assessment of Educational Progress (NAEP), a survey mandated by the U.S. Congress, collects and reports information about student achievement in academic subjects such as mathematics, science, reading, writing, history, geography, and civics. The NAEP is a broad indicator of how much and how well students are learning core subjects of the school curriculum. The next National Assessment of Educational Progress in civics and government will be administered in 1998.   [More]  Descriptors: Academic Standards, Citizenship Education, Civics, Curriculum Development

Thomas, Cornell (1996). Educational Equality and Excellence: Perceptual Barriers to the Dream. Selected Essays on Educating African American Children. Essays in this collection explore the education of African American children. More attention is required to the ways African American children are taught. The ways teachers teach profoundly affect the ways students perceive what is being taught. These perceptions have an impact on students' internal motivations for accepting and learning new information. The basis for teaching methods lies in what educators think about African American students. The primary goal of these essays is to bring attention to the need for preparation activities that help teachers and future teachers widen their perspectives concerning what is valuable, who is of value, and how to help others see their value to themselves, society, and the world. Schools should support the premise of a tiered democratic society focused on a free enterprise agenda. The processes of teaching and learning, it is argued, must support the existing social construct. The following chapters expand on these themes: (1) "Teachers as Leaders"; (2) "Stories and How They Make Us Think"; (3) "Racial Difference as a Continuing Rationale for Oppression"; (4) "The Impact of Culture on Education"; and (5) "So What Do We Do Now?" The relationships between teachers and students are the most important parts of any plan for school success. To help young people become productive citizens, teachers must become reflective practitioners who learn to build bridges between the lives and past knowledge of their students and their learning and futures. (Contains 78 references.) Descriptors: Black Culture, Black Education, Black Students, Cultural Awareness

Baker, Gwendolyn Calvert (1988). Recognition of Our Culturally Pluralistic Society and Multicultural Education in Our Schools, Education and Society. Offers a brief history of cultural pluralism in the United States and how education has responded to meet the challenges it presented. Differentiates multicultural education from multiethnic and international education. Recommends curriculum adaptations, parental involvement, and continued advocacy for multicultural education. Descriptors: Citizenship Education, Cultural Differences, Cultural Pluralism, Democracy

Mays, Annabelle; And Others (1996). Educational Transformation in the Czech Republic since 1989: Can a North American Model of Educational Change Be Applied?. The aim of this paper is twofold: (1) to examine the process of transformation of education in the Czech Republic since the Velvet Revolution of 1989; and (2) to examine this experience within the framework of the educational change and reform literature, especially the work of Michael Fullan, to determine its utility within a Central European setting and under a condition of rapid political change. The Czech experience of "sudden change" presents a unique opportunity to study the educational change process, particularly as it has been defined and understood by scholars such as S. Sarason and M. Fullan. A three-member research team visited the Czech Republic in May 1995. The team interviewed 22 key individuals in Prague, including senior members of the Ministry of Education, educators from British and U.S. organizations, teacher educators, university researchers, members of advocacy and school reform organizations. The team also visited teachers, school administrators, parents, and students from one state and two private schools. Interview transcripts, notes, and documents were analyzed in order to develop a description of the Czech experience of educational transformation and to assess the extent to which, in several areas, the transformation has occurred. In response to the question posed in the title of this paper, yes, a North American model of educational change can be applied to the Czech experience. This paper also concluded that modifications could be made to Fullan's model of factors affecting initiation of change in the educational transformation in the Czech Republic since the Velvet Revolution of 1989. The paper suggests examining the extent to which changes in the educational system have been implemented and sustained, and also using this model to view the cases of other Central and Eastern European countries. Finally, comparisons among other countries that undergo large-scale societal change through political unrest or peaceful democratization also need to be made. A figure illustrates Fullan's factors associated with initiation. Contains 20 references.   [More]  Descriptors: Change Agents, Democracy, Educational Change, Elementary Secondary Education

Mistrik, Erich (1996). Aesthetics and Civics. Cultural Dimension of Civic Education. This book is a reaction to the general neglect of cultural behavior education within civic education. It points to the particular problems, in the European context, of civic education in Slovakia. Concentration is on the main ideas of the PHARE project "Education for Citizenship and European Studies." Key ideas from the Department of Ethic and Civic Education at the Faculty of Education, Comenius University, in Bratislava (Slovakia) and ideas about new concepts for civic education and teacher training also are presented here. The humanistic ideals of Carl R. Rogers and Wolfgang Welsch's postmodern perception of culture both influence this material. Chapter 1 discusses the importance of culture, priorities of contemporary Slovak culture, and the aims of cultural education of citizens. In chapter 2, the nature of aesthetics and a non-classical version of aesthetic education are explored. Chapter 3 looks at the nature of civic education and multiculturalism in civic education. Chapter 4 is about teaching aesthetics in civic education. The final chapter covers civics teacher training. References follow each chapter.   [More]  Descriptors: Aesthetic Education, Aesthetic Values, Aesthetics, Citizenship

Daly, William T. (1985). The Time Is Now: Educating Citizens for a High-Tech World, New Directions for Teaching and Learning. The "crisis" in American education is seen as a major opportunity for American educators. An effective educational system is essential to three things that Americans have valued more than enlightment: the opportunity for individual advancement, a prosperous economy, and political and social stability. Descriptors: Citizenship, College School Cooperation, Democracy, Democratic Values

Hutchins, Robert Maynard (1973). The Role of Public Education, Today's Education. Considers some of the contradictory issues in developing public education. It examines the question of how great the power of the individual should be versus that of the state in the matter of learning responsibilities. Descriptors: Communication (Thought Transfer), Democracy, Educational Finance, Educational Objectives

Banks, James A. (1988). Education, Citizenship, and Cultural Options, Education and Society. Reviews recent and historical immigration trends in the United States focusing in particular on education. Argues that schooling of immigrants must result in their ability to compute, read, write, and speak standard U.S. English, and to express and to act on the nation's democratic beliefs and ideals. Descriptors: Citizenship Education, Cultural Differences, Cultural Pluralism, Democracy

White, Charles S. (1985). Citizen Decision Making, Reflective Thinking and Simulation Gaming: A Marriage of Purpose, Method and Strategy, Journal of Social Studies Research. A conception of citizen decision making based on participatory democratic theory is most likely to foster effective citizenship. An examination of social studies traditions suggests that reflective thinking as a teaching method is congenial to this conception. Simulation gaming is a potentially powerful instructional strategy for supporting citizen decision making. Descriptors: Citizen Participation, Citizenship Education, Citizenship Responsibility, Critical Thinking

Fieldhouse, Roger (1997). Adult Education History: Why Rake Up the Past? Mansbridge Memorial Lecture (16th, Leeds, England, June 13, 1996). Study of the history of adult education is worthwhile, despite perceived problems of studying history—ancient, modern, and postmodern. The ancient problems of historiography can best be summed up in the word "antiquarianism." Characteristics of modernity are as follows: the notion that history is progress, metanarratives, nationalist histories, and the study of history for its own sake. In postmodernity, all appears relative and fragmentary. Meaning is constructed within language; therefore, history is conceived as text. There is a very real danger that this postmodernist approach will lead down a blind alley of total relativism where history is merely what the historian makes or just a point of view. Therefore, the historian must always be aware of his or her particular vantage point and of other or different standpoints and must endeavor to engage with them. Because of the large amount of profound wisdom in the past, it would be very arrogant to ignore it. Adult educators can learn from the way many questions dealing with adult education have been tackled in the past. Two themes of special interest are the relationship of adult education to democratic participation and the effect of state funding on adult education. History suggests that a new approach to adult education should involve the less formal voluntary sector of adult education and the new social movements. (Contains 39 references.)   [More]  Descriptors: Access to Education, Adult Education, Democracy, Educational Anthropology

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